Conceptions of parental authority and ratings of adolescent-parent conflict were assessed in 68 sixth, eighth, and tenth graders and their parents. Boundaries of adolescent personal jurisdiction and conflict over these boundaries were examined. Participants judged the legitimacy of parental authority and rated the frequency and intensity of conflict regarding 24 hypothetical moral, conventional, personal, multifaceted (e.g., containing conventional and personal components), prudential, and friendship issues. Adolescents and parents agreed that parents should retain authority regarding moral and conventional issues. Parents treated multifaceted, friendship, prudential, and personal issues as more contingent on parental authority than did adolescents, based on conventional, prudential, and psychological reasons, whereas adolescents treated these issues as under personal jurisdiction, based on personal concerns. Personal reasoning and judgments increased with age. Multifaceted issues were discussed more than all other issues, but moral and conventional conflicts were more intense than all other conflicts. The findings are discussed in terms of previous research on parental authority and adolescent-parent conflict during adolescence.

Conceptions of parental authority and ratings of adolescent-parent conflict were assessed in 68 sixth, eighth, and tenth graders and their parents. Boundaries of adolescent personal jurisdiction and conflict over these boundaries were examined. Participants judged the legitimacy of parental authority and rated the frequency and intensity of conflict regarding 24 hypothetical moral, conventional, personal, multifaceted (e.g., containing conventional and personal components), prudential, and friendship issues. Adolescents and parents agreed that parents should retain authority regarding moral and conventional issues. Parents treated multifaceted, friendship, prudential, and personal issues as more contingent on parental authority than did adolescents, based on conventional, prudential, and psychological reasons, whereas adolescents treated these issues as under personal jurisdiction, based on personal concerns. Personal reasoning and judgments increased with age. Multifaceted issues were discussed more than all other issues, but moral and conventional conflicts were more intense than all other conflicts. The findings are discussed in terms of previous research on parental authority and adolescent-parent conflict during adolescence.

Purpose To determine whether a structured mentoring curriculum improves research mentoring skills. Method The authors conducted a randomized controlled trial (RCT) at 16 academic health centers (June 2010 to July 2011). Faculty mentors of trainees who were conducting clinical/translational research ≥50% of the time were eligible. The intervention was an eight-hour, case-based curriculum focused on six mentoring competencies. The primary outcome was the change in mentors’ self-reported pretest to posttest composite scores on the Mentoring Competency Assessment (MCA). Secondary outcomes included changes in the following: mentors’ awareness as measured by their self-reported retrospective change in MCA scores, mentees’ ratings of their mentors’ competency as measured by MCA scores, and mentoring behaviors as reported by mentors and their mentees. Results A total of 283 mentor–mentee pairs were enrolled: 144 mentors were randomized to the intervention; 139 to the control condition. Self-reported pre-/posttest change in MCA composite scores was higher for mentors in the intervention group compared with controls (P < .001). Retrospective changes in MCA composite scores between the two groups were even greater, and extended to all six subscale scores (P < .001). More intervention-group mentors reported changes in their mentoring practices than control mentors (P < .001). Mentees working with intervention-group mentors reported larger changes in retrospective MCA pre-/posttest scores (P = .003) and more changes in their mentors’ behavior (P = .002) than those paired with control mentors. Conclusions This RCT demonstrates that a competency-based research mentor training program can improve mentors’ skills.

Purpose To design and evaluate a research mentor training curriculum for clinical and translational researchers. The resulting eight hour curriculum was implemented as part of a national mentor training trial. Method The mentor training curriculum was implemented with 144 mentors at 16 academic institutions. Facilitators of the curriculum participated in a train-the-trainer workshop to ensure uniform delivery. The data used for this report were collected from participants during the training sessions through reflective writing, and following the last training session via confidential survey with a 94% response rate. Results 88% of respondents reported high levels of satisfaction with the training experience, and 90% noted they would recommend the training to a colleague. Participants also reported significant learning gains across six mentoring competencies as well as specific impacts of the training on their mentoring practice. Conclusions The data suggest the described research mentor training curriculum is an effective means of engaging research mentors to reflect upon and improve their research mentoring practices. The training resulted in high satisfaction, self-reported skill gains as well as behavioral changes of clinical and translation research mentors. Given success across 16 diverse sites, this training may serve as a national model.

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There is limited information on how academic institutions support effective mentoring practices for new investigators. A national semi-structured telephone interview was conducted to assess current “state of the art” mentoring practices for KL2 scholars among the 46 institutions participating in the Clinical Translational Science Awards (CTSA) Consortium. Mentoring practices examined included: mentor selection, articulating and aligning expectations, assessing the mentoring relationship, and mentor training. Telephone interviews were conducted in winter/fall 2009, with 100% of the CTSAs funded (n = 46) through 2009, participating in the survey. Primary findings include: five programs selected mentors for K scholars, 14 programs used mentor contracts to define expectations, 16 programs reported formal mentor evaluation, 10 offered financial incentives to mentors, and 13 offered formal mentoring training. The interviews found considerable variation in mentoring practices for training new investigators among the 46 CTSAs. There was also limited consensus on “what works” and what are the core elements of “effective mentoring practices. Empirical research is needed to help research leaders decide on where and how to place resources related to mentoring.

This article describes the development, implementation, evaluation, and impact of a train-the-trainer workshop designed to promote widespread dissemination of an evidence-based research mentor training curriculum.

Since the first field primate studies there has been debate over whether or not provisioning as an aid to observation of free-ranging groups alters behavior and population processes t o the extent that those studies are not indicative of the animals' natural lives. If they are not, a significant amount of long-term data on several species of primates would be rendered irrelevant to analysis of natural population processes, and to the pool of knowledge of behavior and social groups on which a picture of historical and current selection pressures is built. At present these studies cannot be used comparatively with nonprovisioned studies due to lack of information on quantities of food supplement or certainty about effects of different provisioning methods on demography and behavior.The perception that Japanese primate studies are conducted largely on provisioned groups is inaccurate. An expanding number of study populations within Japan and most overseas studies are conducted without provisioning. Historically, the reason for provisioning the endemic Japanese macaque was to facilitate observation, but it has since become also a means of conservation. Provisioning in most other instances by both Japanese and Western primatologists has been done on an ad hoc basis.Studies of supplemental feeding effects on non-primate species suggest that food supply secondarily limits population density and fecundity is not the most important factor affecting population increase.Provisioning is essential to the survival of many primate groups and provisioned groups will likely increase. Studies of natural primate ecology should be used to determine the least intrusive methods of supplementary feeding.The effects of artificial or supplemental feeding, baiting, or provisioning on the behavior and demography of free-ranging nonhuman primates have long been a concern in primatology (Altmann and Altmann, 1979;Carpenter, 1969;Fa, 1986; Fa and Southwick, 1988;Frisch, 1959Frisch, ,1963Fukuda, 1988;Goodall, 1983;Imanishi, 1965;Itani, 1975;Izawa, 1982;Lawick-Goodall, 1971;Maruhashi et al., 1986;Mori, 1977Mori, ,1979Nishida, 1979; Power, 1986, in prep.;Reynolds, 1975;Southwick et al., 1976;Sugiyama and Ohsawa, 1982;Wrangham, 1974, and in passim in numerous research publications). Provisioning' in a general sense refers to the 'The terms "provisioning" and "provisionization" were formerly distinguished. During the first decade of artificial feeding by Japanese, the term "provisionize" referred to the process of semidomestication of the Japanese macaques (Macaca fuscata) in which the macaques accepted food in the presence of humans (Simonds, 0 1989 Alan R. Liss, Inc. [Vol. 32, 1989 offering of food beyond the natural supply and/or quality of the animals' environment (Fa, 1986). Provisioning in primate studies was begun innocuously enough on the small island Cayo Santiago, off Puerto Rico, to supplement an inadequate natural food supply for an imported colony of rhesus macaques (Macaca mulatta) (Carpenter, 1942) and in Japan and East...